3. • Orientación: el
docente proporciona
objetivos y razones
para aprender.
• Estructuración: el
docente presenta de
manera estructurada
los materiales de
enseñanza.
• Preguntas: el docente
realiza preguntas
cerradas y abiertas
ajustadas al nivel de
los estudiantes y
proporciona el
feedback adecuado
tras la respuesta.
• Modelado: el docente
ayuda a que los
estudiantes utilicen
estrategias y/o
desarrollen sus
propias estrategias
para resolver
distintos tipos de
problemas.
Kyriakides, L., Christoforou, C., Charalambous, C. Y. (2013). What
matters for student learning outcomes: A meta-analysis of
studies exploring factors of effective teaching. Teaching and
Teacher Education, 36, 143-152.https://unsplash.com/photos/fPyf6xvBbHs
Modelo dinámico de la
efectividad docente
(Creemers & Kyriakides, 2006)
4. Modelo dinámico de la
efectividad docente
(Creemers & Kyriakides, 2006)
• Aplicación: el
docente
proporciona
oportunidades de
aplicación y
práctica de los
aprendizajes.
• Gestión del tiempo:
el docente es
capaz de gestionar
el tiempo para
maximizar la
implicación de los
estudiantes.
• El aula como
entorno de
aprendizaje: el
docente crea
interacciones
relevantes para el
aprendizaje entre
los estudiantes y
con el docente.
• Evaluación: el
docente recoge
datos que le
permiten regular el
aprendizaje y su
propia práctica.
Kyriakides, L., Christoforou, C., Charalambous, C. Y. (2013). What
matters for student learning outcomes: A meta-analysis of
studies exploring factors of effective teaching. Teaching and
Teacher Education, 36, 143-152.https://unsplash.com/photos/fPyf6xvBbHs
6. La formación siempre habla
al individuo pero pretende
mejorar el centro.
https://unsplash.com/photos/bj3l739cwc8
7. Principles for effective
school improvement
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/IThpmszqH7Y
8. Piensa en UNA escuela
y parte de sus debilidades
y fortalezas.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005. https://unsplash.com/photos/o8yrwfbzww0
9. La mejora es un ciclo:
metas, análisis, planificación, implementación,
monitorización/evaluación y ajuste.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/6uWHZ74S5Rk
10. Focaliza la mejora en los procesos claves:
competencia docente del profesorado y
competencia para aprender del alumnado
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/jY9mXvA15W0
11. Contribuye a crear las condiciones organizativas
que favorecen la enseñanza y el aprendizaje
(o contribuye a su demanda).
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/HuneWvWYh-Y
12. Diseña metas en tres planos:
cambio organizacional,
cambio docente y
cambio en el aprendizaje
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/KcAE4ORTGbk
13. Promueve estrategias integradas de
transformación organizacional:
top-down y bottom-up
(ej., planes institucionales de mejora + intra-emprendimiento)
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., &
Creemers, B. (2005, January). An empirical basis for
school reform aimed at improving pupil performance.
Paper presented at the annual meeting of the International
Congress for School Effectiveness and Improvement,
Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/BmDaLayzhc0
14. El centro es el centro, pero no es
una isla: piensa ecológicamente.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/KKOTwnCYi7I
15. Incluye en el
proceso de
mejora un apoyo
experto externo.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005. https://unsplash.com/photos/dzq6iTasEjk
16. Utiliza datos provenientes de
distintas fuentes y niveles y
obtenidos por distintas vías.
Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/ZJpjMmc351s
18. Factores que afectan al impacto de los
programas de desarrollo profesional en el
conocimiento de los docentes, su práctica y
los resultados y la eficacia de los estudiantes
Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
https://unsplash.com/photos/VhDgReMsz8w
19. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
20. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
21. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
22. Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student outcomes & efficacy.
Education Policy Analysis Archives, 13(10).
Factores que afectan al impacto de los
programas de desarrollo profesional
23. Mijs, T. J. E., Houtveen, A. A. M., Wubbels, Th., & Creemers, B. (2005, January). An empirical basis for school reform aimed
at improving pupil performance. Paper presented at the annual meeting of the International Congress for School Effectiveness
and Improvement, Barcelona. ICSEI paper, 3 January 2005.
https://unsplash.com/photos/vgnQZ4DMI6g
La clave
“equipo” y
la clave
“personal”
30. ¿Tenemos evidencias
de impacto de los
programas de
formación y desarrollo
profesional?
https://unsplash.com/photos/9ooxCP1JCqU
31. “The good news, resulting from the research
reviewed is that diverse formats of professional
development have effects of some kind or degree.
The not so good news is that we know little about
how pervasive these changes are and to what degree
they sustain continuous efforts to move ahead.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher
Education over ten years. Teaching and Teacher Education, 27, 10-20.
https://unsplash.com/photos/TeaNY8fr6Qc
32. “Although it was clear from the successful
experiences narrated, that prolonged
interventions are more effective than
shorter ones, and that combinations of
tools for learning and reflective experiences
serve the purpose in a better way.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years.
Teaching and Teacher Education, 27, 10-20.
https://unsplash.com/photos/l3fh8RDxCvA
33. “The power of teacher co-learning emerges very strongly from the
studies reviewed. The road starts with informal exchanges in school
cultures that facilitate the process, continues in networking and
interchanges among schools and situations and is strengthened in
formalised experiences such as courses and workshops that introduce
peer coaching or support collaboration and joint projects. In whatever
way, the lesson learned is that teachers naturally talk to each other,
and that such a talk can take on an educational purpose.”
Avalos, B. (2011). Teacher Professional Development in Teaching and Teacher Education over ten years.
Teaching and Teacher Education, 27, 10-20.
https://unsplash.com/photos/Cecb0_8Hx-o
34. “It also is true that in many
places classroom teaching
continues to be a solitary activity.
Therefore to move from co-
learning through talk to co-learning
through observation and feedback
is necessary as well as effective,
as illustrated in experiences such
as lesson study.”
Avalos, B. (2011). Teacher Professional Development in
Teaching and Teacher Education over ten years. Teaching
and Teacher Education, 27, 10-20.
https://unsplash.com/photos/-o050Ap2PX0
37. ¿Y si hiciéramos del diálogo y la “conexión”
con nuestra “comunidad de práctica”
el motor de nuestro aprendizaje profesional?
https://unsplash.com/photos/B3qknp2AvWQ
38. https://unsplash.com/photos/6cXZnFCd2KQ
NUEVO
PROYECTO
DIFUSIÓN
PLANIFICACIÓN
DEL PROYECTO
IMPLEMENTACIÓN
DEL PROYECTO REFLEXIÓN SOBRE EL
APRENDIZAJE DE LOS
ESTUDIANTES
INVESTIGACIÓN
SOBRE EVIDENCIAS
DE APRENDIZAJE
MODIFICACIONES
SOBRE EL PLAN
DIFUSIÓN
DIFUSIÓN
DIFUSIÓN
DIFUSIÓN
Inspirado en Ángel I. Pérez Gómez y Encarnación Soto Gómez. 2011.
“Lesson Study: la mejora de la práctica y la investigación
docente”. Cuadernos de Pedagogía, nº 417, pp. 64-67.
Secuencia de la “Lesson Study” conectada
39. “Las personas se motivan
por buenas ideas ligadas a la acción;
se estimulan aún más al llevar a cabo
la acción con otras personas;
son impulsadas aún más
al aprender de sus errores;
y por último, son propulsadas por las acciones
que tienen un impacto.”
Hargreaves, A., y Fullan, M. 2014. Capital profesional. Madrid: Morata.
40. Nuestra labor es
lanzar un
mensaje de
esperanza y
optimismo
crítico
(incluso en la peor de
las circunstancias).